بررسی روایی مجموعه آزمون‌های کارکردهای اجرایی در نمونه‌ای از کودکان ایرانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد علوم اعصاب شناختی (مغز و شناخت)، دانشگاه شهید بهشتی، تهران، ایران

2 دانشجوی دکتری علوم اعصاب شناختی (مغز و شناخت)، دانشگاه شهید بهشتی، تهران، ایران

3 دکتری روانشناسی، دانشگاه تربیت مدرس، تهران، ایران

4 دکتری روانشناسی، دانشگاه تهران، تهران، ایران.

5 دکتری روانشناسی بالینی، دانشگاه شهید بهشتی، تهران، ایران

6 کارشناسی ارشد روانشناسی بالینی کودک و نوجوان، دانشگاه شهید بهشتی، تهران، ایران

7 دانشجوی دکتری روانشناسی شناختی، دانشگاه شهید بهشتی، تهران، ایران

10.52547/apsy.2022.225080.1227

چکیده

هدف: کارکردهای اجرایی به مجموعه ­ای از توانایی ­های شناختی سطح بالا اشاره دارد که ما را قادر می­ سازد رفتارهای خود را مدیریت کنیم. تحول بهنجار کارکردهای اجرایی در دوران کودکی برای پیامدهای بعدی زندگی از جمله سلامتی، ثروت و پیشرفت تحصیلی بسیار مهم است. هدف مطالعه حاضر، طراحی و اعتبارسنجی تعدادی از آزمون­ های سنجش کارکردهای اجرایی در نمونه ­ای از کودکان ایرانی است. روش: در مطالعه مقطعی- مقایسه ­ای حاضر، 1676 دانش ­آموز با دامنه سنی 6 تا 15 سال در 9 مطالعه مختلف با آزمون­ های کارکردهای اجرایی مختلف شرکت کردند: آزمون­ های ردیابی رنگی، ری، نشانه، سیالی طرح، ویسکانسین، استروپ، برج هانوی، استروپ نوشتاری و حافظه دیداری بر روی آنها اجرا شد. برای بررسی روایی افتراقی آزمون­ ها از روش آماری تحلیل واریانس استفاده شد. یافته­ ها: نتایج تحلیل واریانس در آزمون ردیابی رنگی و شاخص ترسیم آزاد آزمون سیالی طرح در سطح 05/0 نشان­ دهنده تفاوت معنادار بین سنین مختلف بود. در آزمون ری، نشانه، حافظه دیداری، شاخص ترسیم با خطوط معین آزمون سیالی طرح، زمان کل آزمون ویسکانسین، زمان واکنش در هر سه مرحله آزمون استروپ و آزمون برج هانوی، نتایج تحلیل واریانس بین سنین مختلف در سطح 01/0 تفاوت معناداری را نشان داد. نتیجه ­گیری: آزمون‌های کارکردهای اجرایی آزمون معتبری برای مطالعه مسیر تکاملی و تأخیر یا اختلال هستند. این آزمون­ها برای نظارت بر اختلالات رشدی و/یا مداخلات مربوطه در محیط بالینی پیشنهاد می‌شوند.

کلیدواژه‌ها

عنوان مقاله [English]

Evaluation of the Validity of a Set of Executive Functions’ Tests in a Sample of Iranian Children

نویسندگان [English]

  • Vahid Nejati 1
  • Maryam Sharifian 2
  • Bahare Barzegar 3
  • Fateme Rabiee 4
  • Shayeste Shokoufefard 5
  • Elham Fathi 6
  • Sima Saniee 7
  • Kiana Shekarchi 6
  • Mahsa Mohammadrajabi 6
1 Professor, Department of Cognitive Neuroscience (Brain and Cognition), Shahid Beheshti University, Tehran, Iran
2 PhD Student in Cognitive Neuroscience (Brain and Cognition), Shahid Beheshti University, Tehran, Iran.
3 PhD in Psychology, Tarbiat Modares University, Tehran, Iran
4 PhD in Psychology, Tehran University, Tehran, Iran
5 PhD in Clinical Psychology, Shahid Beheshti University, Tehran, Iran
6 MA in Child and Adolescent Clinical Psychology, Shahid Beheshti University, Tehran, Iran
7 PhD Student in Cognitive Psychology, Shahid Beheshti University, Tehran, Iran
چکیده [English]

Aim: Executive functions, as a set of cognitive abilities, enable us to manage our behaviors. Typical development of executive functions is crucial for adulthood health, wealth, and academic achievement. The aim of this study was to design and validate some executive function tests in a sample of Iranian children. Method: In the present study, in a cross-sectional design, 1676 students, aged from 6 to15 years old, were participated in 9 different studies with different executive functions tests: Trial Making Test (TMT), Rey Complex Figure Test (RCFT), Token Test (TT), Design Fluency Test (DFT), Wisconsin Card Sorting Test (WCST), Stroop Test (ST), Tower of Hanoi Test (TOHT), and Visual Span Test (VST). Repeated measure ANOVA was used to evaluate discriminative validity between different age groups. Results: Findings described significant discriminative validity for TMT (p<0.05), DFT (p<0.05), RCFT (P<0.01), TT (P<0.01), VST (P<0.01), WCST (P<0.01), ST (P<0.01), and TOHT (P<0.01). Conclusion: The executive functions tests are valid to study typical developmental. These tests are proposed to use in clinical setting to monitor the developmental disorders and/or respective interventions.

کلیدواژه‌ها [English]

  • Executive functions’ Tests
  • Development
  • Validity
  • Children

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